In recent literature, researchers have indicated that teacher agency is a key capability of teachers for advancing student learning, and for their continuous professional development and school development (Toom, Pyhalto & O'Connell Rust, 2015). Although the importance of the concept of agency is acknowledged, we lack empirical studies about (the development of) professional agency. Especially, teacher research is one of the areas where teachers have the possibility to achieve agency and to contribute to professional and school development. This study aims to gain insight in the manifestation of teachers professional agency in relation to their PhD’s in school, and to study which factors influence the achievement of their professional agency.
Today, it is widely accepted that the role of the teacher is of great influence when it comes to the quality of student learning (Priestley, Biesta, Phillippou & Robinson, 2015). Consequently, teacher agency regainedincreased interest among policy makers, educational organizations and researchers (Hökkä, Vahasantanen, Hokka, Paloniemi & Etelapelto, 2014; Vähäsantanen, 2015). Such different scholars agree that professional agency provides teachers with (1) the power to influence and give direction to school organizations; (2) improve the professional dialogue between teachers and school leaders about educational development and implementation, and (3) increase the level of control in the classroom, which influences the quality and the achievements in education in a positive way. Employing agency is a dynamic process that is personally constructed through many forms of interactions with the constraints of a given context (Lipponen & Kumpulainen, 2011). Or, as stated by Biesta and Tedder (2007, p. 137) ‘actors always act by means of their environment rather than simply in their environment [so that] the achievement of agency will always result from the interplay of individual efforts, available resources and contextual and structural factors as they come together in particular and, in a sense, always unique situations'. This interplay between personal and contextual factors is an essential feature of the ecological model on (teacher) agency in which both the importance of ‘agentic capacity’ and ‘agentic spaces’ are stressed, and agency is viewed as a temporal process (Priestley, Biesta, Philippou & Robinson, 2015).
Although the importance of teacher agency is acknowledged, empirical evidence is scarce on how agency is manifested through teachers’ work and which cultural and structural conditions play a role. Especially when related to professional development, existing models tend to ignore or misrepresent the role of agency in educational innovation, and to our knowledge, only a few studies focus on teachers’ professional agency from a theoretical perspective (Vähäsantanen, 2015; Etelapelto, Vahasantanen, Hökkä & Paloniemi, 2013; Priestly et al. 2015; Ketelaar, Beijaard, Boshuizen & den Brok, 2012). In this study we aim to deepen our understanding by studying how, when and under which conditions teachers are able to achieve agency within the context of a government funded professional development program in the Netherlands: the teacher PhD-scholarships.
Central research questions in this study are:
1) How can teachers’ agency be characterized in the context of a PhD scholarship?
2) What factors influence the achievement of agency in this context?
3) What is the impact of teacher agency on both professional development and school development?